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1 IDEA 2004: Issues, Implications and Strategies in the Development of Transition Plans and Understanding State Performance Plan Indicators 13 & 14 Only.

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Presentation on theme: "1 IDEA 2004: Issues, Implications and Strategies in the Development of Transition Plans and Understanding State Performance Plan Indicators 13 & 14 Only."— Presentation transcript:

1 1 IDEA 2004: Issues, Implications and Strategies in the Development of Transition Plans and Understanding State Performance Plan Indicators 13 & 14 Only those who will risk going too far can possibly find out how far one can go. T.S. Eliot Presented by: Illinois Special Education Leadership Academy & Illinois State Board of Education

2 2 Illinois State Performance Plan, Part B Years Monitoring Priority: Effective General Supervision Part B/Effective Transition Part B/Effective Transition Indicator 13 (NEW) – Percent of youth age 16 and above with an IEP that includes coordinated, measurable annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals. Measurement: # of youth with disabilities aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals # of youth with an IEP age 16 and above Multiplied by 100

3 3 Illinois State Performance Plan, Part B Years Monitoring Priority: Effective General Supervision Part B/Effective Transition Part B/Effective Transition Indicator 13 (NEW) – Percent of youth age 16 and above with an IEP that includes coordinated, measurable annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals. Measurable and Rigorous Target: 100% New indicator – baseline data are due with the FFY 05 ( ) Annual Performance Report (APR) due February 1, 2007.

4 4 Illinois State Performance Plan, Part B Years Monitoring Priority: Effective General Supervision Part B/Effective Transition Indicator 14 (NEW) – Percent of youth who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of post- secondary school, or both, within one year of leaving high school. Measurement: # of youth who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school # of youth assessed who had IEPs and are no longer in secondary school Multiplied by 100

5 5 Illinois State Performance Plan, Part B Years Monitoring Priority: Effective General Supervision Part B/Effective Transition Indicator 14 (NEW) – Percent of youth who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of post- secondary school, or both, within one year of leaving high school. Measurable and Rigorous Target: New indicator – baseline data are due with the FFY 06 ( ) Annual Performance Report (APR) due February 1, 2008.

6 6 Transition Planning A dynamic process involving a partnership of consumers, school-age services, post-school services, and local communities that results in maximum levels of employment, integration, and community participation for youth with disabilities. A dynamic process involving a partnership of consumers, school-age services, post-school services, and local communities that results in maximum levels of employment, integration, and community participation for youth with disabilities.

7 7 Individuals with Disabilities Education Improvement Act of 2004 Changes in the purpose of IDEA Changes in the purpose of IDEA –The purpose of IDEA is to ensure that all children with disabilities have available to them a free and appropriate public education (FAPE) that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living. Individuals with Disabilities Education Improvement Act of 2004 [601(d)(1)(A)]

8 8 IDEA 2004 Federal Definition of Transition a) a) Transition services means a coordinated set of activities for a child with a disability that: 1. is designed within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate movement from school to post school activities, including post-secondary education, vocational education, integrated employment, continuing and adult education, adult services, independent living or community participation… 34CFR §300.43(a)(1)

9 9 Federal Definition of Transition 2. Is based on the individual childs needs, taking into account the childs strengths, preferences and interests; and 34CFR §300.43(2)

10 10 Federal Definition of Transition 3. Includes I. Instruction II. Related Services III. Community Experiences IV. The development of employment and other post-school adult living objectives; and V. If appropriate, acquisition of daily living skills and functional vocational evaluation 34CFR §300.43(2)

11 11 Federal Definition of Transition b) Transition services for children with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education. 34CFR §300.43(b)

12 12 Beginning no later than the first IEP to be in effect when the child is each student must have included in the IEP appropriate measurable post-secondary goals based on age appropriate transition assessments related to: each student must have included in the IEP appropriate measurable post-secondary goals based on age appropriate transition assessments related to: – training, – education, – employment, and, where appropriate – independent living skills. 34CFR § (b)(1)

13 13 AND… The transition services (including courses of study) needed to assist the child in reaching those goals. The transition services (including courses of study) needed to assist the child in reaching those goals. Beginning not later than 1 year before the child reaches the age of majority under state law, a statement that the child has been informed of the childs rights under this title, if any, that will transfer to the child on reaching the age of majority. Beginning not later than 1 year before the child reaches the age of majority under state law, a statement that the child has been informed of the childs rights under this title, if any, that will transfer to the child on reaching the age of majority. 34CFR § (b)(2)

14 14 Additional Requirement Eligibility termination and the SOP For a child whose eligibility ends, a public agency must provide the child with a summary of the childs academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the childs postsecondary goals. For a child whose eligibility ends, a public agency must provide the child with a summary of the childs academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the childs postsecondary goals. – Graduation with a regular diploma – Exceeding the maximum age of eligibility 34CFR § (e)(3)

15 15 Failure to meet transition objectives… If a participating agency, other than the public agency, fails to provide the transition services described in the IEP, the public agency must reconvene the IEP Team to identify alternative strategies to meet the transition objectives for the child set out in the IEP. If a participating agency, other than the public agency, fails to provide the transition services described in the IEP, the public agency must reconvene the IEP Team to identify alternative strategies to meet the transition objectives for the child set out in the IEP. 34CFR § (c)

16 16 Transition Planning in Illinois PROPOSED RULE Beginning not later than the first IEP to be in effect when the child turns 14 ½, and updated annually thereafter, the IEP shall include: Appropriate, measurable post-secondary goals based upon age-appropriate assessments related to education, training, employment, and, where appropriate, independent living skills Transition services that are needed to assist the child in reaching those goals, including courses of study and any other needed services to be provided by entities other than the school district CURRENT RULE The IEP for a student who has reached the age of 14 shall also include a description of the students transition service needs under the applicable components of the IEP, with specific reference to the students courses of study.

17 17 PROPOSED Illinois Special Education Rules Graduation or Completion of Program An eligible student who requires continued public school educational experience to facilitate his or her integration into society shall be eligible for such services through age 21, inclusive, i.e., through the day before the students 22 nd birthday. An eligible student who requires continued public school educational experience to facilitate his or her integration into society shall be eligible for such services through age 21, inclusive, i.e., through the day before the students 22 nd birthday. –Current rule, through 21 The provision of FAPE is not required with respect to a student with a disability who has graduated with a regular high school diploma. The provision of FAPE is not required with respect to a student with a disability who has graduated with a regular high school diploma. Students who have participated in a graduation ceremony but have not been awarded regular high school diplomas continue to be eligible to receive FAPE through age 21, inclusive. Students who have participated in a graduation ceremony but have not been awarded regular high school diplomas continue to be eligible to receive FAPE through age 21, inclusive. Illinois Special Education Rules, Section (c)

18 18 PROPOSED Illinois Special Education Rules Graduation or Completion of Program A student with a disability who has fulfilled the minimum state graduation requirements shall be eligible for a regular high school diploma. A student with a disability who has fulfilled the minimum state graduation requirements shall be eligible for a regular high school diploma. –If the students IEP prescribes special education, transition planning, transition services or related services beyond that point, issuance of that diploma shall be deferred so that the student will continue to be eligible for those services. –If the student is to receive a regular high school diploma, at least one year prior to the anticipated date of its issuance, both the parent and the student shall receive written notification (34 CFR ) that eligibility for public school special education ends following the granting of a diploma and that an IEP meeting may be requested to review the recommendation that the student receive a regular diploma. Illinois Special Education Rules, Section (c)

19 19 If …one cannot change a situation that causes his suffering, he can still choose his attitude. Viktor E. Frankl Mans Search for Meaning. pg. 172

20 20 Change your thoughts and you change your world. Norman Vincent Peale We must become the change we want to see. Mahatma Gandhi I want to change the world. But I have found that the only thing one can be sure of changing is oneself. Aldous Huxley People are changed not by coercion or intimidation, but by example. unknown No pessimist ever discovered the secret of the stars or sailed an uncharted sea or opened a new doorway for the human spirit. Helen Keller She was unaware of my limitations. Helen Keller

21 21 Transition: Centerpiece of the IEP Understanding Measurable Post-Secondary Goals

22 22 Understanding Measurable Post-Secondary Goals Measurable post-secondary goals are required under the reauthorization of the Individuals with Disabilities Education Act Measurable post-secondary goals are required under the reauthorization of the Individuals with Disabilities Education Act Effective July 1, 2005 Effective July 1, 2005 In Illinois, any student who will turn 14 ½ during the timeframe of the IEP, or younger, if deemed appropriate by the IEP team In Illinois, any student who will turn 14 ½ during the timeframe of the IEP, or younger, if deemed appropriate by the IEP team

23 23 Understanding Measurable Post-School Goals What is a measurable post-school goal? What is a measurable post-school goal? –A statement that articulates what the student would like to achieve after high school –It is based on the students strengths, preferences and interests –It is based on age-appropriate transition assessments –It is written for the following areas: Education and/or training Education and/or training –Education – community college, university, technical/trade/vocational school –Training – vocational or career field training, independent living skill training, apprenticeship, OJT, job corp, etc. Employment – paid employment (competitive, supported, sheltered); non- paid employment (volunteer, in a training capacity); military, etc. Employment – paid employment (competitive, supported, sheltered); non- paid employment (volunteer, in a training capacity); military, etc. Adult living (if needed) – independent living skills, health/safety, financial/income, transportation/mobility, social relationships, recreation/leisure, self-advocacy/future planning Adult living (if needed) – independent living skills, health/safety, financial/income, transportation/mobility, social relationships, recreation/leisure, self-advocacy/future planning Each transition-aged student should have a minimum of two post- school goals Each transition-aged student should have a minimum of two post- school goals –One for education or training –One for employment

24 24 Understanding Measurable Post-Secondary Goals How is a measurable post-school goal written? How is a measurable post-school goal written? –Use results-oriented terms such as enrolled in, work, and descriptors such as full-time or part-time Education – Leslie will be enrolled full time at Lewis and Clark Community College. Education – Leslie will be enrolled full time at Lewis and Clark Community College. Training – Bob will be enrolled part-time in an emergency medical technician training program. Training – Bob will be enrolled part-time in an emergency medical technician training program. Employment – Lyle will work full time for the fire department, hospital or ambulance service. Employment – Lyle will work full time for the fire department, hospital or ambulance service. Adult Living – Steven will live independently in his own apartment or home. Adult Living – Steven will live independently in his own apartment or home.

25 25 Age-Appropriate Transition Assessments Is the use of a transition assessment for the post-secondary goals mentioned or documented in the IEP or evident in the students file? Is the use of a transition assessment for the post-secondary goals mentioned or documented in the IEP or evident in the students file? –For each post-secondary goal, there should be evidence that age-appropriate transition assessments – formal and/or informal – provided information on the students needs, taking into account strengths, preferences, and interests regarding the post-secondary goal

26 26 Annual IEP Goals For each postsecondary goal, there should be at least one annual goal in the IEP that will help the student make progress toward the stated post-secondary goal. For each postsecondary goal, there should be at least one annual goal in the IEP that will help the student make progress toward the stated post-secondary goal. –Employment Post-School Goal: Dave will work full time for the fire department, hospital or ambulance service. Dave will work full time for the fire department, hospital or ambulance service. Annual goal: In relation to his PLAAFP what does Dave need to work on to move toward this goal…volunteer at the fire department over the summer, work on communication skills, self- determination skills such as teamwork, leadership skills, etc., research each of his desired settings for work load, salary, etc…. Annual goal: In relation to his PLAAFP what does Dave need to work on to move toward this goal…volunteer at the fire department over the summer, work on communication skills, self- determination skills such as teamwork, leadership skills, etc., research each of his desired settings for work load, salary, etc…. –Dave will research each of the desired work settings of fire department, hospital and ambulance service and present the results during the first semester tech prep class. –If appropriate, add short-term objectives. In this example, short-term objectives could include preparing charts, graphs, information style paper and/or including the presentation of results at the winter parent/teacher conference.

27 27 Courses of Study Do the transition services include courses of study that focus on improving the academic and functional achievement of the child to facilitate movement from school to post-school? Do the transition services include courses of study that focus on improving the academic and functional achievement of the child to facilitate movement from school to post-school? –Course of study, instructional program of study or list of courses of study should be in the IEP and should align with the students post-secondary goals. Does a post-secondary goal require a certain minimum requirement of courses, e.g., college bound, trade school bound, etc.? Does a post-secondary goal require a certain minimum requirement of courses, e.g., college bound, trade school bound, etc.? Does a post-secondary goal require or benefit from the successful completion of specific high school classes, e.g., a future chef planning to take and completing all cooking related classes, a future child-care provider planning to take and completing relevant classes in Family and Consumer Science, etc. Does a post-secondary goal require or benefit from the successful completion of specific high school classes, e.g., a future chef planning to take and completing all cooking related classes, a future child-care provider planning to take and completing relevant classes in Family and Consumer Science, etc.

28 28 Transition Services Coordinated Set of Activities For each post-secondary goal, is there (a) instruction, (b) related service, (c) community experience, (d) development of employment and other post-school adult living objectives, if appropriate, (e) acquisition of daily living skills, or, if appropriate, (f) provision of functional vocational evaluation listed in association with meeting the post-secondary goal? For each post-secondary goal, is there (a) instruction, (b) related service, (c) community experience, (d) development of employment and other post-school adult living objectives, if appropriate, (e) acquisition of daily living skills, or, if appropriate, (f) provision of functional vocational evaluation listed in association with meeting the post-secondary goal? –Employment Post-School Goal: Dave will work full time for the fire department, hospital or ambulance service. Dave will work full time for the fire department, hospital or ambulance service. –Annual Goal: Dave will research each of the desired work settings of fire department, hospital and ambulance service and present the results during the first semester tech prep class. Dave will research each of the desired work settings of fire department, hospital and ambulance service and present the results during the first semester tech prep class. –Transition Service – Community Experience Coordinate job shadow opportunities at each of Daves desired work environments. Implementer: Dave, Tech Prep Coordinator, Case Manager Coordinate job shadow opportunities at each of Daves desired work environments. Implementer: Dave, Tech Prep Coordinator, Case Manager

29 29 Coordination with Post-School Service Providers (aka adult agencies) For each post-secondary goal, is there evidence of coordination between LEA and post-secondary services? For each post-secondary goal, is there evidence of coordination between LEA and post-secondary services? –Is there evidence that the IEP team discussed and listed potential post-school service providers? –Is there evidence of family and/or student input regarding potential post-school service providers? –Are there transition services listed on the IEP that are likely to be provided or paid for by an outside agency? –Was parent consent or child consent (once student is the age of majority) to invite an outside agency(ies) obtained? –Is there evidence in the IEP or the students file that any of the following were invited to the IEP meeting to discuss transition: postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living or community participation? –For those invited post-school service providers who declined and/or were unable to attend the IEP meeting, is there evidence that alternate forms of communication and information gathering were used to support networking/access for the IEP team and specifically the family and/or student?

30 30

31 31 Potential Collaborators Looking beyond the typical players Adult Education Representative – provides information about lifelong education options Adult Education Representative – provides information about lifelong education options Advocacy Organization Representative – may offer self-advocacy training or support groups for youth Advocacy Organization Representative – may offer self-advocacy training or support groups for youth Assistive Technology Representative - provides expertise on devices that can open doors to opportunities Assistive Technology Representative - provides expertise on devices that can open doors to opportunities At-Risk/Prevention Specialist – offers counseling and support on teen pregnancy, alcohol, and drugs At-Risk/Prevention Specialist – offers counseling and support on teen pregnancy, alcohol, and drugs Business-Education Partnership Rep. – provides links between schools and local businesses and industry Business-Education Partnership Rep. – provides links between schools and local businesses and industry Community Action Agency Rep. – may link team to resources for traditionally underrepresented groups Community Action Agency Rep. – may link team to resources for traditionally underrepresented groups Correctional Education Staff – provides incarcerated youth with continued learning opportunities Correctional Education Staff – provides incarcerated youth with continued learning opportunities Drop-Out Prevention Representative – provides youth with alternatives to dropping out of school Drop-Out Prevention Representative – provides youth with alternatives to dropping out of school Employer – offers insight into expectations; promotes hiring of people with disabilities Employer – offers insight into expectations; promotes hiring of people with disabilities Employment Specialist – provides job development, placement, coaching Employment Specialist – provides job development, placement, coaching Extension Service Representative – offers programs in parenting, homemaking, independent living Extension Service Representative – offers programs in parenting, homemaking, independent living Guidance Counselor – provides information on curriculum, assessment, graduation requirements, college Guidance Counselor – provides information on curriculum, assessment, graduation requirements, college Heath Department – provides guidance on community health services and health care advice Heath Department – provides guidance on community health services and health care advice Adapted from NICHCY, TS10, January 1999

32 32 Potential Collaborators Looking beyond the typical players Continued Higher Education Representative - provides information on post-secondary services to students with disabilities Higher Education Representative - provides information on post-secondary services to students with disabilities Housing Agency Representative – assists in developing housing options Housing Agency Representative – assists in developing housing options Leisure Program Representative – knows available program options within the community Leisure Program Representative – knows available program options within the community Literacy Council Representative - coordinates volunteers to teach basic reading and writing skills Literacy Council Representative - coordinates volunteers to teach basic reading and writing skills Local Government Representative – funds many local services; can provide information on local services Local Government Representative – funds many local services; can provide information on local services Parent Training Information Ctr. Rep. – provides training on transition planning and advocacy services to families Parent Training Information Ctr. Rep. – provides training on transition planning and advocacy services to families Religious Community Member – can provide social support to young adults and their families Religious Community Member – can provide social support to young adults and their families Residential Service Provider – can help access specialized housing Residential Service Provider – can help access specialized housing Social Worker – provides guidance and arranges for case management, support, respite care Social Worker – provides guidance and arranges for case management, support, respite care Special Olympics Representative – provides sports training, competition, and recreational opportunities for youth Special Olympics Representative – provides sports training, competition, and recreational opportunities for youth Transportation Representative – offers expertise about transportation options and training Transportation Representative – offers expertise about transportation options and training United Way Representative – funds many community programs that may offer options for young adults United Way Representative – funds many community programs that may offer options for young adults Very Special Arts Representative – provides information on art programs and opportunities for youth Very Special Arts Representative – provides information on art programs and opportunities for youth YMCA/YWCA – offers recreation and leisure programs YMCA/YWCA – offers recreation and leisure programs Adapted from NICHCY, TS10, January 1999

33 33 Steps for Writing Transition-Focused IEPs

34 34 Identify the students post-school goals. What are the students preferences and interests in: What are the students preferences and interests in: –Employment –Postsecondary education, training and other learning opportunities –Community participation and mobility –Recreation and leisure –Independent living Or simply stated… Or simply stated… –What does the student want to do beyond school? –Where and how does the student want to live? –How does the student want to take part in the community?

35 35 Identifying the students post-school goals Age appropriate transition assessments Interest inventories Interest inventories Transition surveys Transition surveys Person-centered planning Person-centered planning Curriculum-based assessments Curriculum-based assessments Structured interviews Structured interviews Social histories Social histories Career portfolios Career portfolios Employability skills inventories Employability skills inventories Assessments of post- school environments desired by the student Assessments of post- school environments desired by the student Adaptive behavior inventories Adaptive behavior inventories Life skills inventories Life skills inventories Aptitude tests Aptitude tests Personality scales Personality scales Social skills inventories Social skills inventories College entrance examinations College entrance examinations Assessment of technology needs Assessment of technology needs Vocational skills inventories Vocational skills inventories Professional assessments Professional assessments

36 36 Age-Appropriate Transition Assessments Documentation Transition Assessments Assessment Type ResponsibleAgency/Person Date Date Conducted Conducted Report Attached Goal #

37 37 Keeping in mind… Provide opportunities for students to discover what they can and cannot do. Provide opportunities for students to discover what they can and cannot do. Provide opportunities for students to discover what they might be able to do with accommodations or further education and training. Provide opportunities for students to discover what they might be able to do with accommodations or further education and training. Provide opportunities for students to try out work and life experiences based on their expressed interests. Provide opportunities for students to try out work and life experiences based on their expressed interests.

38 38 Post-School Goal Examples Indicate and project the desired appropriate measurable post-secondary outcomes/goals as identified by the student, parent and IEP team. Goals are based upon age appropriate assessments related to education and/or training, and where appropriate adult living. Post-School Goals Post-Secondary Education and/or Training (e.g., community college, 4-year university, technical/vocational/trade school, vocational or career field training, independent living skill training, apprenticeship, OJT, job corp): Jennifer will attend Southwestern IL College full-time to earn a certificate in child care. Employment (e.g., competitive, supported, sheltered, non-paid as a volunteer or training capacity, military): Jennifer will work full-time at a day-care or pre-school in the local community. Adult Living (e.g., independent living, health/safety, self-advocacy/future planning, financial/income needs, transportation/mobility, social relationships, recreation/leisure): Madaline will pay rent from her SSI to live with her parents in preparation for moving into a shared apartment after 6 months of full-time employment. Madaline will access community transportation independently to travel to college and then to her job.

39 39 The passion created by shared vision creates synergistic empowerment, it unleashes and combines the energy, talent, and capacities of all involved. Covey, Merrill and Merrill, 1994 Begin with the End in Mind Stephen Covey

40 40 Describe the students present level of academic achievement and functional performance Knowing where students are functioning in relation to where they want to go and what they want to do in their adult lives is a critical step in the development of a transition-focused IEP.

41 41 Design a course of study Planning regarding courses leading to graduation or completion of a school program Planning regarding courses leading to graduation or completion of a school program –Long-range educational plan Courses and other educational experiences that move the student toward his/her post- school goals Courses and other educational experiences that move the student toward his/her post- school goals

42 42 Course of Study Example Year 1 – Age 14/15 Year 2 – 15/16 Year 3 – 16/17 Year 4 – 17/18 Math I Math II Algebra 1 First Aid/CPR English I English II English III English IV World History P.E. American History Government Biology Earth Science Early Childhood Dev. Psychology Keyboarding/Health Culinary Arts I and II Culinary Arts III and IV Community – Based Empl. Career Exploration Human Services TA in kindergarten classroom Community – Based Empl. Course of Study

43 43 Design a statement of transition services Develop an outcome-oriented plan for adult life that addresses, plans for and coordinates what the student will learn in school and do following graduation or leaving school. Develop an outcome-oriented plan for adult life that addresses, plans for and coordinates what the student will learn in school and do following graduation or leaving school. Make sure that the students needs, preferences and interests regarding his/her desired post-school activities are the focal point of the planning and resulting IEP. Make sure that the students needs, preferences and interests regarding his/her desired post-school activities are the focal point of the planning and resulting IEP.

44 44 Design a statement of transition services continued Identify who will provide, be responsible for and pay for each activity Identify who will provide, be responsible for and pay for each activity Identify the dates or school year in which each activity will be addressed and prioritize those activities to be addressed for the coming year Identify the dates or school year in which each activity will be addressed and prioritize those activities to be addressed for the coming year

45 45 Transition Services continued What services, supports or programs does this student currently need? What services, supports or programs does this student currently need? What services, supports or programs will this student need in order to achieve his/her desired post-school goals? What services, supports or programs will this student need in order to achieve his/her desired post-school goals? What services, supports or programs will this student need in order to ensure success as he/she enters the adult world? What services, supports or programs will this student need in order to ensure success as he/she enters the adult world? Is the student linked to the needed post-school services, supports or programs BEFORE he/she leaves the secondary school setting? Is the student linked to the needed post-school services, supports or programs BEFORE he/she leaves the secondary school setting?

46 46 Design a statement of transition services continued Include appropriate individuals from outside the school system Include appropriate individuals from outside the school system –To the extent appropriate, with the consent of the parents or a child who has reached the age of majority…the public agency must invite a representative of any other participating agency that is likely to be responsible for providing or paying for transition services. (34 CFR § (b)(3)) (34 CFR § (b)(3)) Specify interagency responsibilities or any needed linkages to access and acquire services and supports. Specify interagency responsibilities or any needed linkages to access and acquire services and supports.

47 47 Transition Services continued Instruction Instruction –Complete needed courses for graduation –Succeed in general curriculum –Gain needed skills Related Services Related Services –To benefit from special education –To enter adult world Linkage to adult agencies or providers Linkage to adult agencies or providers

48 48 Transition Services continued Community experiences Community experiences –Outside school building – in community settings Examples include: community based work experiences, job site training, banking, shopping, transportation, counseling or recreation Examples include: community based work experiences, job site training, banking, shopping, transportation, counseling or recreation Employment and other post-school adult living objectives Employment and other post-school adult living objectives –Services leading to a job or career –Services that support activities including registering to vote, filing taxes, renting a place to live, accessing medical services and accessing adult services such as Social Security Income (SSI)

49 49 Transition Services Continued If appropriate, acquisition of daily living skills If appropriate, acquisition of daily living skills –Activities that adults do every day including preparing meals, budgeting, maintaining a home paying bills, caring for clothes and grooming, taking medication, etc. If appropriate, functional vocational evaluation If appropriate, functional vocational evaluation –Assessment regarding job or career interests and skills –Variety of methods including situational assessment, observations or formal measures

50 50 INSTRUCTION (If none, indicate none): Tour post-school occupational training programs (2 nd year of HS) Tour post-school occupational training programs (2 nd year of HS) Develop a monthly living budget (Year 4) Develop a monthly living budget (Year 4) Provider Position Provider Agency Provider Agency Goal #(s) if appropriate RELATED SERVICES (If none, indicate none): Use augmentative communication device to engage in conversations Use augmentative communication device to engage in conversations Explore providers and funders of AT devices for post-school purchase. Explore providers and funders of AT devices for post-school purchase. Research city transportation options. (Year 3, Year 4) Research city transportation options. (Year 3, Year 4) Provider Position Provider Agency Goal #(s) if appropriate COMMUNITY EXPERIENCES (If none, indicate none): Investigate participation in church choir. (Year 1) Investigate participation in church choir. (Year 1) Learn about and visit potential places in the community to shop for food, clothing and access to bank and post office. (year 2, Year 3) Learn about and visit potential places in the community to shop for food, clothing and access to bank and post office. (year 2, Year 3) Join a community bowling league. (Year 3) Join a community bowling league. (Year 3) Register for classes with the city Parks and Adaptive Recreation Program. (Year 4) Register for classes with the city Parks and Adaptive Recreation Program. (Year 4) Provider Position Provider Agency Goal #(s) if appropriate DEVELOPMENT OF EMPLOYMENT AND OTHER POST-SCHOOL ADULT LIVING OBJECTIVES (If none, indicate none ): Meet with DRS counselor for eligibility determination. (Year 3) Meet with DRS counselor for eligibility determination. (Year 3) Participate in job shadowing in area of interest (Year 3, Year 4) Participate in job shadowing in area of interest (Year 3, Year 4) Meet with supported employment agencies to identify and evaluate their services. (Year 4) Meet with supported employment agencies to identify and evaluate their services. (Year 4) Provider Position Provider Agency Goal #(s) if appropriate IF APPROPRIATE, ACQUISITION OF DAILY LIVING SKILLS AND/OR FUNCTIONAL VOCATIONAL EVALUATION: Conduct person-centered planning. (Year 1) Conduct person-centered planning. (Year 1) Contact agencies that provide functional vocational assessments in the community. (Year 3) Contact agencies that provide functional vocational assessments in the community. (Year 3) Provide opportunities for job sampling in the community. (Year 3 and 4) Provide opportunities for job sampling in the community. (Year 3 and 4) Daily living skills – none needed Daily living skills – none needed Provider Position Provider Agency Goal #(s) if appropriate LINKAGES TO AFTER GRADUATON SUPPORTS/SERVICES: * DRS counselor, Provider Position Provider Agency Goal #(s) if appropriate

51 51 Determine annual goals IEPs are required to include a statement of measurable annual goals, including academic and functional goals, that meet the childs needs that result from the childs disability to enable the child to be involved in, and make progress in, the general education curriculum; and that meet each of the childs other educational needs that result from the childs disability. IEPs are required to include a statement of measurable annual goals, including academic and functional goals, that meet the childs needs that result from the childs disability to enable the child to be involved in, and make progress in, the general education curriculum; and that meet each of the childs other educational needs that result from the childs disability. IDEA 2004, [614(d)(1)(A)!i)(II)]

52 52 Short-term Objectives or Benchmarks? Yes, ISBE has proposed to keep short-term objectives/benchmarks in Illinois special education rules!

53 53 Determine annual goals and short-term objectives or benchmarks Carmen will work full-time at a daycare or preschool program. Carmen will volunteer in the districts preschool program during the 2 nd quarter of the school term. Carmen will keep a weekly log of her duties in the preschool and present a one-page paper at the end of the quarter to her Family and Consumer Science class. It is important to have a good fit between post-secondary goals and annual goals!

54 54 Transition is the centerpiece of the IEP for students with disabilities no later than age 14 ½

55 55 Transition Tree of Influence 14. Percent of youth with IEPs who, within one year after graduation, have been competitively employed, enrolled in postsecondary school, or both. 1. Percent of youth with IEPs graduating from high school with a regular diploma. 2. Percent of youth with IEPs dropping out of high school. 13. Percent of youth aged 14 ½ or above with an IEP with adequate goals and transition services Federal and State Transition Requirements Person-Centered Transition Planning Supporting Student Self-Determination Transition: Centerpiece of the IEP Implementation of Secondary Transition Best Practices Interagency Collaboration and Transition Adult Life Outcomes for Students with Disabilities: A World of Opportunity SSI and Transition Planning Health and Medical Issues in Transition Planning TOTAL TRANSITION MODULES Strategies Outcomes Arrows indicate direction of influence and leverage across systems and indicators.

56 56 Contacts Susan Walter Susan Walter – or Barbara Sims Barbara Sims – or Scott Beever Scott Beever – or Paula Stadeker Paula Stadeker – or


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